DOCUMENT RESUME

ED 067 172 24 RC 006 346

AUTHOR One Feather, VivianTITLE The Change in Self-Image of Oglala Sioux Ninth Grade

Students Through the Development and Testing of anIndian Culture Curriculum. Final Report.

INSTITUTION Red Cloud Indian School, Inc., Pine Ridge, S. Dak.Oglala Sioux Culture Center.

SPONS AGENCY National Center for Educational Research andDevelopment (DHEW/CE), Washington, D.C.

BUREAU NO BR-I-H-004PUB DATE Jul 72GRANT OEG -8 -71 -0012 (509)

NOTE 75p.

EDRS PRICE MF-$0.65 HC-$3.29DESCRIPTORS *American Indians; Comparative Analysis; *Cultural

Background; *Curriculum Development; Economics;Experimental Curriculum; Family Relationship; *Grade9; Group Structure; Instructional Materials; Legends;Recreational Activities; *Self Concept; Testing

IDENTIFIERS *Oglala Sioux

ABSTRACTTo enable the student to better his self-image, this

project endeavors to give the student opportunity to acquire factualknowledge as well as new experience and skills. Through an integratedprogram of instructional materials, the 9th grade Oglala Siouxstudent studies the history and culture of the Oglala people on thePine Ridge Indian Reservation. The basic materials were collectedthrough interviews with Oglala Sioux elders and available readingmaterials and photographs. The 6 instructional units cover topicssuch as: kinship structure, land, economy, games, legends, andgovernment. Evaluation was based on pre-testing and post-testing 9thgraders with comparative analysis with 9th grade students in acontrol group. The appended Curricula Guide lists (1) the generalprinciples and objectives of an Indian Studies Curriculum for PineRidge Indian Reservation and (2) the concepts, objectives, attitudes,and resources for each unit of the Ninth Grade Oglala SiouxCurriculum. The texts of the 6 units are under separate covers inthis report. (Author /FF)

FINAL REPORT

Project No. IH-004Grant No. OEG-8-71-0012 (509)

Vivian One FeatherRed Cloud Indian School, Inc.Pine Ridge, South Dakota 57770

U.S. DEPARTMENT OF HEALTH.EDUCATION 8 WELFAREOFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRO.DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATIDN ORIG-INATING IT. PDINTS OF VIEW OR °PINIONS STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE DF EDUCATION POSITION OR POLICY

THE CHANGE IN SELF-IMAGE OF OGLALA SIOUX NINETH GRADESTUDENTS THROUGH THE DEVELOPMENT AND TESTING OF AN INDIANCULTURE CURRICULUM

July 1972

U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE

Office of Education

Abstract

It is important that Oglala Sioux Lakota children gainan appreciation of their uniaueness. It has been generallyassumed and studies by psycho;ogists have confirmed thatOglala Sioux children have a negAtve self-image. To enablethe student to better his self-ima e, this project endeavorsto give the student opportunity to/acquire factual knowledgeas well as new experiences and skills. Through an integratedprogram of instructional materials, the nineth grade OglalaSioux students studies the history and culture of the Oglalapeople on the Pine Ridge Indian Reservation. The basicmaterials were collected through interviews with Oglala Siouxelders and available reading materials and photographs. Theinstructional units covered topics such as: kinship structure,land, economy, games, legends, and government. Evaluationwas based on pre-testing and post-testing nineth graders withcomparative analysis with nineth grade students in a controlgroup.

FINAL REPORT

Project IH-004

Grant OEG-8-71-0012 (509)

THE CHANGE IN SELF-IMAGE OF OGLALA SIOUX NINETH GRADESTUDENTS THROUGH THE DEVELOPMENT AND TESTING OF AN INDIANCULTURE CURRICULUM

Vivian One Feather

Red Cloud Indian School, Inc.

Pine Ridge, South Dakota 57770

July 1972

The research reported herein was performed pursuant toa grant with the Office of Education, U.S. Department ofHealth, Education, and Welfare. Contractors undertakingsuch projects under Government sponsorship are encouragedto express freely their professional judgement in theconduct of the project. Points of view or opinions stateddo not, therefore, necessarily represent official Officeof Education position or policy.

U.S. DEPARTMENT OFHEALTH, EDUCATION, AND WELFARE

Office of Education

2 3

Special permission was obtained from the StateHistorical Society of Colorado for the use of the copyrighted manuscripts of the Dr. J.R. Walker Collection,to be used in the instructional unit Ehanni Ohunkakan.

A special acknowledgement is due the late MauricePrink, author, who assisted the project in obtainingmaterials and was invaluable through his own knowledgeof the Pine Ridge Indian Reservation.

3

TABLE OF CONTENTS

Abstract 1

Title Page 2

Preface 3

Introduction 5

Methods 7

Results 12

References 20

Appendices

A Objectives,bibliography,etc. for each unitNote 21

Curricula Guide 22

Unit 1 Ehanni Ohunkakan 24Unit 2 Tiospaye . . 28

Unit 3 Makoce 31

Unit 4 Lakota Wolakegnapi 35Unit 5 Itancan . 38Unit 6 Lakota Woskate 41

B Curriculum Committee 45

C Res9arch InstrumentsSemantic Differential . 47Internal External Control 56

Self Esteem. .. 59Powerlessness 61

Achievement Motivation 63

D Statistical TablesTable 1 Initial TestingTable 2 Correlation Matrix Initial TTable 3 Experimental Groups Basic DataTable 4 First and Second TestingTable 5 Correlation Matrix 2nd and 3rd TTable 6 Data and Comparisons Final TestingTable 7 Correlation Matrix Final TestingTable 8 Second and Final TestingTable 9 Data and Comparisons for All GroupsInitial and Final Testing

6566676869707172

73

Chapter I - Introduction

The homeland of the Oglala Sioux Lakota people is thePine Ridge Indian Reservation in South Dakota. This areaof land consists of 2.5 million acres, of which 1.5 millionacres is held in trust status by the Federal Government.It is the largest Indian Reservation in the State whichencompasses six other Reservations.

There are approximately 13,000 residents on the PineRidge Reservation with an unemployment rate of 40%. Thestyle of life is reflected in the meager incomes that arebelow poverty-level. The population attending school hasa high percentage of drop-out so that it is the exceptionrather than the rule, that anyone remains for graduation.

Basic agreement in previous research studies conductedamong Oglala Sioux adolescents (e.g. Spilka,'1970,Maynard,1968 have concluded that the Oglala Sioux adolescent isexperiencing significant psychological disorders. It wasconsistently summed up that the Oglala Sioux students feelit is a sad thing to be an Indian.

A large number of descriptions have been used todescribe Oglala Sioux students. These terms have includedpowerless, rejected, apathetic, paranoid, and alienated.In general, these terms and the research studies show thatOglala Sioux adolescents have a lower self-image than thatof White American preadolescents and adolescents.

Unfortunately, most of the general public on theReservation, both Indian and non-Indian, have come to acceptthe use of terminology reflecting a lack of self-image. Itis readily given as the reason why students fail or quitschool. It is also offered by adults as the reason whythere is failure in one's own personal life.

The expressed opinion of Oglala Sioux parents do indicatethat while they wish their children to succeed in school, theyview the school as inadequate to meet their children's needs.In this respect, there is little the school does to respectthe culture of the Oglala Sioux. Clearly, the need for subjectmatter relevant to the Oglala Sioux student was a great need.

This project attempted to meet that need by bringing toeach Oglala Sioux student an awareness of his own culturalheritage. The development of instructional materials thatwould recognize the value of Oglala Sioux history and cultureand would encourage the student to stand secure in his know-ledge of a proud tradition. It would demonstrate a realmerit for the culture and life of the Oglala Sioux people.

5

6

The project assembled instructional materials for anIndian Culture Curriculum that covered the entire schoolyear with regular classes held for 45 minutes each day.Several Oglala Sioux tribal members served as consultantsto edit and serve as a reference person for a particulararea of study. In this manner, a composite of interviewswith consultants and use of reference books, articles, ordocuments were the batis of the instructional materials.

Six units of study were assembled and presented tothe students in the following order: Ehanni Ohunkakan(legends); Tiospaye (family group); r1akoce (land); LakotaWolakegnapi (economy); Lakota Woskate (games); and thenItancan (government). Objectives were established foreach unit to be incorporated in lesson plans. (cf. Appendix A)These objectives reflected the content of material containedin each unit and pretest-posttest evaluation was completedfor each unit of study.

The achievement of each student in absorbing knowledgefrom each unit of study was extremely high. There was adefinite increase in ability to complete certain objectives.This evaluative effort is noteworthy in viewing the entireyear. (see Results)

The Indian Culture Curriculum was presented to thenineth grade Oglala Sioux students at Red Cloud Indian School,located five miles from the government agency on the PineRidge Indian Reservation.

An experimental group contained those nineth gradestudents enrolled in the course while those not enrolledbecame the control group.

Evaluation for a change in self-image was initiated atthe beginning of the school year. At that time, both theexperimental and control groups were given pretests on fiveinstruments. These included: a Semantic Differential; theLocus of Control Scale; a Self-Esteem Inventory; also, aPowerlessness Scale; and an Achievement Orientation Scale.(cf. Appendix C)End of the year testing was completed forboth groups and comparative analysis completed. (cf. Resultsand Appendix D)

Total expectations were that the Oglala Sioux studentsthe experimental group would significantly change their

self-image by the end of the school year after exposure tothe Indian Culture Curriculum.

6

7

Methods

Red Cloud Indian School, Pine Ridge, South Dakota, wasthe source of both the experimental and control groups. Allparticipants were members of the Oglala Sioux Tribe. Theyreflected the diversity of both economic and social levelson the reservation.

It should be pointed out that the nineth grade studentsin the experimental and control groups were a mixture of"full-blood" and "mixed-blood". There was no attempt toisolate students by blood measurements. The use of bloodquantum measurements is set by the Bureau of Indian Affairsto indicate eligilibility for governmental services. Itsets 4/4 blood quantum as a "full-blood" and "mixed-blood"are those having less than 4/4.

The students were children of parents employed in civilservice positions in the Bureau of Indian Affairs or thechildren of less fortunate parents who had no jobs. Severalof the students resided with their grandparents or otherrelatives, in .03e absence of parents. The age range wasfrom 14 to 16. The use of the Lakota language was just asvaried among the students. While strong speakers of thelanguage were in both groups, there were also students whoknew little, if any, Lakota.

Prior to the start of the school year, Oglala Siouxconsultants were contacted to provide the expertise of localinput into the instructional materials. The consultantsshowed great cooperation in interviews and were remarkablein their throughness in correcting errors. They gave basicsupport to concepts and objectives to be covered by aparticular unit of study. Their enthuasium was evident bythe contributions each made in adding a measure of himselfto the finalizing of materials for a student.

A committee of Oglala Sioux persons who had receivededucational experiences and who were concerned with thevitality of Oglala Sioux culture and heritage sat togetherto cover the concepts and objectives of the curriculum.Their feelings and opinions gave direction for the projectstaff in developing instructional materials. With thisinput of acceptable objectives and concepts, it was deter-mined what the committee found important for the child tolearn. (cf. Appendix B)

Lesson plans for the school year followed closelythe objectives endoreed by this committee. The instructionalmaterials were segmented units that were bound separatelyfor each student. At the conclusion of each unit, the newunit was introduced and thereby a new topic.

7

The classroom atmosphere contained items which wereculturally important to the Oglala Sioux. A large starquilt, bunches of wild turnips, sweet grass and pipeswere set alongside photographs of. famous Oglala Sioux men.During the course of the year, the student activitiesresulted in other things to display. A map of the worldat the time of creation, the rawhide hoops of a rowdyman's game, and excerpts from the Constitution and By-Lawsof the Oglala Sioux Tribe were added to the atmosphere ofthe classroom.

Teaching the students were two Indian women, one amember of the Oglala Sioux Tribe. Attempts were made tocover the same number of pages collectively so that bothclasses proceeded equally. A "traditional" form of class-room teaching was followed although the formality was aptto be put aside when activities were being performed. Thecooperation of the students's in classwork and activitieswent smoothly. It was known that a number of the studentsvernally expressed their pleasure at the tasks to be done.One student, a class skipper, explained that he was proudof himself because he had never missed a class at theCulture Center. Asked why, he responded that the classwas his favorite.

Using Lakota words for certain descriptions enableda non-Lakota speaker to learn important concepts. TheLakota in the legend stories taught the name of particularcharacters. All students grasped the Lakota useage verywell and discarded the English terminology in their talk.Lakota speakers who were fluent often served as the teacherto a classmate who could not pronounce very well.

Essay writing and written questions were utilized asin any regular classroom. Reference work was carried onusing the high school library. Filmstrips or films wereshown at least six times during the school year.

Activities often went beyond the classroom such asthe use of string in playing children's games. Anothertime came when hair ornaments became the day's attire forstudents. The entire nineth grade student bony took afield trip together to visit Ft. Laramie, a historicalsite along the Oregon Trail,

81

9

Evaluative efforts on the five instruments selected bythe project began at the start of the school year. Theseresults were then compared with end of the year results.Data preparation and analysis was performed by Dr. BernardSpilka, Psychologist, University of Denver, whose effortsin cooperation has greatly aided the project,

Testing Materials

1. Semantic Differential: The procedure developed byOsgood (Osgood, Suci and Tannenbaum, 1957) was utilized toobtain evaluations of eight concepts. Minor changes weremade in a. few of the polarized adjectives to improve theirintelligibility; however, the instrument was otherwisealmost totally identical with that generally used in previousresearch. A total of 20 polar adjective pairs was thusapplied with each word of a pair defining the ends of a 7point rating scale. With a high score denoting a postiveattitude, a maximum of 140 points could be realized. Theconcepts assessed were: INDIAN, SCHOOL, ENGLISH, WHITEPEOPLE, LAKOTA, NE, TIOSPAYE, AND WAKANZA. The word LAKOTAis used by the Oglala Sioux people to describe themselvesin their olim language. TIOSPAYE means a number of familieswho are related to each other just as an extended family.WAKANZA is the child or children. (cf. Appendix a)

2. The Locus of Control Scale. Developed by 'Hotter (1966),this measure was designed to determine the extent to whichan individual feels he is the master of his own fate or isinternally controlled versus being a victim of circumstancesand forces outside of his control (external control). Ahigh score defines external control. (cf. Appendix C)

3. The Self-Esteem Inventory. A brief 25 item version ofthe widely used Coopersrnith Self-Esteem Inventory (Cooper-smith, 1967) was used to indicate the extent to which thestudent viewed himself positively or. negatively. Thisshortened version of the instrument correlates in otherwork80 with the 33 items of the full scale not includedhere. A high score connotes high selfesteem. (cf. Appendix C)

4. Powerlessness. Designated Alienation Factor I since itwas derived from multiple factor analyses of large samplesof Indian and Anglo junior high school and high schoolyouth (Spilka, 1970), this 17 item instrument appears toassess feelings of helplessness, powerlessness, and futility,tendencies which have been shown to be part of the broaderconcept of Alienation (Seeman, 1959) and also to relaterather strongly to learning in academic settings (Seeman,1967; Spilka, 1970), The version used here represents a

9

10

strong forced-choice paradigm which did not seem to causeany difficulty to the students. A high score implies strongfeeling of powerlessness. (cf. Appendix C)

5. Achievement Orientation. This brief 7 item scale wasdeveloped by Spilka in the same research that yielded theabove Powerlessness scale (Spilka, 1970). It was thefirst and strongest factor of a number that dealth withdifferent facets of an orientation toward achievement. Aswith the above Alientation scale, this measure was shownto be highly reliable and valid for understanding theeducational performance among Oglala Sioux school children.(cf. Appendix C)

Procedure

The foregoing measures were administered to the highschool freshman students in three class-groups (1 controland 2 experimental) a number of timeet during the 1971-72school year. Control Ss were actually distributed through-out the school and were simply students who were not exposedto the Indian culture curriculum. Two instructors beganthe year with a group (experimental) of their own but dueto administrative problems a. few of the students wereshifted at midyear from one experimental class to theother. Since there were no significant or truly meaningfuldifferences on any of the measures across the three groupsat the beginning of the school year it is not felt thatthis could have a significant effect. In all analyses,the two experimental classes which were taught accordingto the same formal class plans were thus combined. Therewas some loss of students in all groups due to failure tocontinue school. This is an especially common phenomenonat this grade level. Initially, there were 15, 14, and19 Ss in the two experimental and the control classes.By the end of the school year, this was reduced to 11, 10,and 16 students respectively. A few additional. studentsjoined some of the classes at midyear, but they were notemployed in the analyses. A total of 19 experimental Ssand 14 control Ss had complete data for both the initialand final testings. Data for an interim testing was onlycarried out on the experimental Ss and will be reffered toonly for aid in understanding some of the findings. Theevaluations were carried out in September 1971, Februaryand May 1972.

Data analyses utilized Pearson productmomentcorrelations and single and multiple classification analysesof variance. In the latter instance, group size was equatedby randomly eliminating 5 Ss from the experimental group.Data are thus offered for the total and reduced group. Because of the small samples, the general nature of the measures(meaning not tied tightly to the curriculum materials andclassroom situation), where useful for heuristic purposes,statistical significance will be discussed at the .10, .05,and .01 levels.

11

1.2

Results

The achievement of objectives for each unit of studywas evaluated in pre and post testing. Generally, thestudents did very poorly in completing the questions priorto the study of a particular unit. However, the studentMastered the subject as is indicated on the post-testing.The following is the results of the use of objectives.

The first unit of study was Ehanni Ohunkakan whichcovers a series of stories of how the Lakota people cameto be on this earth. The mean number of objectives completedprior to this unit was .6 out of 25. After the unit wascompleted, the mean number of objectives rose to 20 outof 25.

Tiospaye was the second unit of study concerning thefamily and the pattern of residency prior to reservationyears and including early reservation days. The meannumber of objectives prior to the unit was 15 out of 40.At the conclusion of the unit, the mean number of objectivescompleted rose to 31 out of 40.

Twelve objectives were established for Makoce, a studyof the land area of the Oglala Sioux covering 1850 to thepresent. In the pretest, 2.3 was the mean number of theobjectives completed. In the post-test, the mean numberwas 9.1 out of 12.

A games unit was Lakota Woskate in which the studentsplayed games and made game implements. The mean number ofobjectives completed in the pretest was 2.5 out of 10 whilein the post-test, the mean number was 8.2 out of 10.

Wolakegnapi pertained to the changing economy of theOglala Sioux and the new ways of living. A mean of Q wasthe number of the objectives completed in the pretest. Apost-test gave 6.6 out of 7 objectives completed.

Itancan was the government unit dealing with the oldstyle and new styles of government. Again, a mean of 0objectives completed in the pretest. The post-test showeda mean number of 6 out of 8 objectives were completed.

This strong improvement after studying a unit helpedin the changing of attitudes and gaining more knowledge ofone's own culture.. It gave strong assurance that thecurriculum was successful and the student's were learning.

12

13

The results of the five instruments on the three groupsis given here in narrative form with tables in Appendix D fromanalyses of'Dr. Spilka.

Table 1 presents the basic data for the three groupson the initial testing at the beginning of the school year.Only one comparison barely reaches significance at the .10level and this hardly appears meaningful. It may thereforebe concluded that for all practical purposes the three initialgroups tend to be essentially comparable on the variousmeasures. (cf. Table 1, Appendix D)

The correlation coefficients among the measures computedover all of the groups on the initial testing are presentedin Table 2. (cf. Table 2, Appendix D) These reveal a patternof positive and statistically significant relationships amongthe semantic differential scales _with a few tentative tiesof these measures to the Coopersmith Self-Esteem Inventory(hereafter referred to as the SEI). It can be inferred thata general pattern of positive or negative relationships doesobtain among the foregoing instruments. In other words, themore the students positively evaluate being Indian, theysimilarly hold constructive attitudes towards themselves, theschool, white people, English and things Indian. The semanticdifferential Me scale correlates notably (.51) with the SEI,while the latter is related negatively to external contr.=(-.31). Undoubtedly the pattern of high coefficients amongthe Semantic Differential Scales is partically accountablefor by an item style component.

There is evidence here that the Students who feel good'about themselves tend to evaluate being Indian in a positivelight and correspondingly probably have a favorable outlooktoward thihgs-in-general. Here such is manifested via viewstoward White and Anglo educational referents.

Turning to the second testing in which only the twoexperimental groups were evaluated, we note in Table 3 (cf.Table 3, Appendix D) that some differences now appear, thusa possible teacher effect seems to be demonstrated. Thecomparison of the means with those in Table 1 indicates thatthere is a growing of negativism toward English, Lakota andTiospaye in Experimental Group I, whereas these means remainrelatively unchanged for the second experimental group.

There is reason to infer that the teacher associatedwith the former class may have brought to her students bothinformation and a perspective for which they were not really

13

ready and turmoil tended initially to result. One has tokeep in mind that much of the material presented tends tobe alien to the nature of education on the reservationand possibly seems to conflict with other traditional coursecontents which might be taken concurrently. It should alsobe noted that there is some loss of subjects which mightadversely affect these means.

When the two experimental groups are combined and thesample size is somewhat increased, a number of observationssupport the "turmoil" hypothesis. Table 4 indicates ageneral tendency for positiveness to decrease between thefirst and second testings. (cf. Table 4, Appendix D)

These declines attain statistical significance forENGLISH, LAKOTA, and ME on the Semantic Differential. Aslight but not significant increase does occur in achieve-ment orientation. In addition, the low correlationsbetween the first and second testings for all variablessuggests much shifting around in outlook. Previous researchhas demonstrated high reliabilities for these measures soit is unlikely that this is the problem, but somethingdrastic appears to be happening. Such may be a function ofthe course; however, one should note that this age seems tobe a particularly trying time for youths (Spilka, 1970) andwe may be observing a tendency which also holds for theControl group, but unfortunately data is not available forthese Ss on a second or interim testing.

Some interesting signs of possible personal change anddevelopment are evidenced in Table 5 (cf. Table 5 in AppendixD) in which the correlations among the variables are pre-sented for the interim testing. Obvious differencesbetween the pattern obtained for the first and this secondtestings are present. The possibly somewhat uncriticalpositiveness found in the first testing for the SemanticDifferential scales have given way to a more discriminatingpattern. Though INDIAN only correlates significantly withLAKOTA (.50), it is now notably related to a reduction infeelings of Powerlessness (-.47). The independence of NEand INDIAN may again indicate the hypothesized turmoiloccuring as a function of this new curriculum experience forthese students. New we see a considerable strengthening ofSCHOOL - TIOSPAYE ties (.66) and the new and strong associa-tion between positiveness toward SCHOOL and the presence ofan internal locus of control (-.59) plus heightened Self-Est67777i). ENGLISH and WHITE PEOPLE are now morestrongly affiliated (.49) plus a tie between ENGLISH andTIOSPAYE (.56). This seems to parallel the association of

SCHOOL with TIOSPAYE (.66). These findings may portend botha sense of growing identity plus the development of a morepositive attitude toward the school. Note that ENGLISHcorrelates significantly with internal control (-.48) whileME and WHITE PEOPLE relate .577. Similai-777-TWKOTA, TIOSPAYE,AND WAKANZA are more strongly related than initially, againa potential sign of a growing identity as an Oglala SiouxIndian. Especially meaningful is the appearance of a ratherstrong association between internal control and the MEscale (-.56). One may thus hypothesize that even thoughthere are signs of disturbance possibly due to exposure tothe new curriculum there are also suggestions of a growingintegration, identity formation, and hopefully, a newappreciation of the significance of schooling.

Continuing our analysis to the final testing, firstutilizing all of the available data, a comparison is madein Table 6 over the two experimental groups and the controlgroup. Only two of the differences among the groups arestatistically significantly and this seems to be a functionof the probably growing difference due to variation amongthe instructors of the experimental classes as one, thatinstructing group 2, has managed to maintain or develop amore positive view of being INDIAN and LAKOTA. (cf. Table6 in Appendix D)

Studying the pattern of intercorrelations for thecombined experimental groups (as was done for the secondtesting since no longer can the control group be regardedas comparable), we note both maintenance and accentuationof some of the potentially positive trends noted duringthe second testing. The Semantic Differential, ME andINDIAN scales are now positively related (.54) and SCHOOLties in with both ME and LAKOTA and TIOSPAYE (.55, .64.,

.64). The association of SCHOOL with internal controlcontinues and can be seen as fiarther personal integrationof the students as both Indians and with the school andeducation. ENGLISH and LAKOTA are identified in a relation-ship of borderline significance (.38) which might bewatched in the future for possible growth. The solidaffiliation of ME with LAKOTA (.53) and TIOSPAYE andWAKANZA (.73) also suggest clarity of identification withIndian referents. Even if significantly different patternsare not developing in terms of means, there does indeedseem to be signs that such is growing internally in thesestudents. (cf. Table 7 in Appendix D)

Table 8 compares the combined experimental groups onthe second and final testings. Immediately, it is evidentthat the correlation coefficients between these testingsare uniformly and significantly higher than those observedbetween the first and second testings. The hypothesized

16

"turmoil" could thus be subsiding; however, there is stillconsiderable indication of intrapersonal change. Wherethere were almost uniform drops in the means of the experi-.mental group between the first and second testings, thereare now regular increases on virtually all of the SemanticDifferential indices, but only one of these attains asignificance at the .10 level, namely the ME scale. Thispossibly indicates a recovery of positive attitudes towardthe self. Though not statistically significant the over-all pattern of shifts does lead one to conjecture that theexposure to this new curriculum seemed to have a discon-certing effect during the first half of the course, butduring the second half resolution of these problems beganto take place. What we may be observing is a longer termtrend of personal growth which can be expected to continueas assimilation of this material occurs following the formalcourse. In terms of this total pattern of change, there isreason to suggest that the order of content within thisnew curriculum plus the manner of its presentation needsadditional scrutiny in order to reduce some of the initialdisturbances and enhance growth earlier. Still, the natureof this material, its deep personal relevance, the historyofthe setting in which the instruction takes place, etc.may make dissonance inevitable, and such dissonance couldwell be essential to personal and social progress amongthese youth.

Lastly, an effort was made to evaluate change over theentire year by calculating a series of analyses of variancein which the Experimental and Control Groups are comparedalong with the 'initial and final testings for all variables.Because of the problem of unequal sample size, 5 Ss fromthe experimental group were randomly discarded in order toeffect orthogonal analyses. These results are in Table 9of Appendix D.

Besides considering this table, a number of cautionsare in order. Means will not match for the Experimentalgroup with the previous Tables because of the eliminationof five Ss in order to apply this analyses. Though donerandomly, it is always possible, especially with a smallsample, that distortion can be introduced by thib procedure;however, there seemed to be no good alternative available.In addition, for specific subjects within each group, asingle score might be missing usually because of failureto complete a* test properly. In virtually every instancethis meant that on a specific variable for a particulartesting, there might be one missing value. This was

16

17

replaced by the mean of the group on that variable for thetesting in question, a common and acceptable procedure. Thereader may be surprised to observe considerable differencesin means are accompanied by a failure to attain statisticalsignificance while a small difference may seem statistically"real " ". This is, of course, a function of the varianceavailable in the test conducted on a specific variable.The relatively small number of degrees of freedom utilizedin each test suggept some insensitivity in the analysisbut as the knowledgeable reader understands this is probablythe most sensitive kind of analysis that could be carriedout under the circumstances.

Lastly, it should be noted that the real test of changeconcerns the column in which the interaction Frationsare presented since the groups and testings main effectsdeal with totals (e.g. Group effects over both testingsand Testings effects over both groups). The latter areLimply suggestive. Even if the Interaction effect is notsignificant this does not preclude the finding of significancebetween the Experimental and Control groups within any oneof the Testings or change within a group between the testings.Discussion will be offered relative to these possibilities;however, such must be considered highly tentative andtenuous and attended to for specific hypotheses for futurework in this area.

As can be seen in Table 9, no interaction effectsattained a reasonable level of statistical significance,suggesting no differential variation or change between theExperimental and Control groups from the Initial to theFinal testing. In other words, where there were changesover the testings it tended to occur in the same directionfor both groups. Thus, we note a trend toward more negativismtoward WHITE PEOPLE over time, and toward ME. Consideringthe earlier observed positive correlation among thesescales it implies that at this age there may be a growingunhappiness with both oneself and the world and whitepeople are a significant object of both frustration anddislike in the lives of these youths.

We also see a marked change in the view expressedtoward LAKOTA and somewhat lesser shifts relative to INDIAN,and WAKANZA for the groups over both testings. The dataindicates a growing negativism towards the referent,INDIAN,which is understandably when we remember the correlationaltie with WHITE PEOPLE and ME. The finding on WAKANZA seemsmore a function of a consistently higher score for theExperimental group on both testings than for the Controlgroup and this can be due to greater statistical sensitivityof the test when the final testing data are added to theinitial observations. Such is also suggested for LAKOTA.

17

18

If we look at individual means for the groups in specifictestings, some potential changes are easily inferred evenif the procedures applied failed to yield significance withsamples of this size. For example, it seems auite reasonableto suggest that the experimental group's attitudes towardsSCHOOL improved while those of the Control Group remainedessentially the same. The possible growing negativism towardWHITE PEOPLE seems more marked for the control rather thanthe experimental group, which may intimate that the newcurriculum does provide some counter to the growing dissi-lusionment of young people at this stage of their educationalcareers. Similarly, the drop on the ME scale parallels thisfinding on WHITE PEOPLE, lending additional support to thishypothesis.

It seems surprising that the rather notable increasein the attitudes of the Experimental group toward TIOSPAYE,a trend not observed for the control group, did not attainstatistical significance, The reasons for this have beenexplained above, yet is hard not to speculate that we maystill be seeing a meaningful positive trend. Why thereseemed to be a noteworthy drop on the Coopersmith Self-Esteem scale for the experimental group is most unclear,and, of course, this variation is far from statisticallyindicative, yet, it may still imply the turmoil mentionedearlier.

It is evident that more was hoped for than was foundutilizing the instruments selected for this program. Never-theless, there are a number of subtle signs indicating thepresence of real change. It is not inappropriate to inferfrom what was presented that the new curriculum exertedan initial disconcerting effect, and this is understandableconsidering that it represented a radical departure fromtradition and the nature of the experiences Indian childrenhave in school and also during their early life on thereservation. It has often been commented that educationwhich is not unsettling really accomplishes little. In

fact, significant learning of sensitive issues which muststimulate new directions and forms of thought must bedisturbing and arousing of dissonance. This seems to bein evidence here. Recovery, however, also puts in a tent-ative appearance between the interim and final testings.This leads one to infer that the kind of growth the newcurriculum motivates is likely to continue and possiblegeneralize after the course is over. Such "delayed reactions,'are not uncommon in significant educational ventures, butit does suggest the possible need to have follow-up exper-iences which may strengthen and further constructivelyinfluence the direction of these changes. More standard

18

19

classroom exposures may, however, not be the answer., butrather group experiences in which skillful leaders couldfacilitate personal expression and exploration by theyouth. The possibility' of group counseling or Encountergroup sessions definitely merits attentions and consideration.The students ought now to be more prepared for an increasinglyactive role in attaining these new items of knowledge andperspective,

.Energy should also be focused on examining the orderof content in the curriculum and the manner of its presen-tation, utilizing the insights of students who experiencedthis training during the past year. In addition, thestudents should be asked in depth how they and future studentsmight contribute more, or simply take a more active role,during the course itself. The views of the different teachersinstructing in the new curriculum also needs examinationboth from their viewpoints and from those of the students.Relative strengths and weaknesses should be assessed inteaching manner and in dealing with the various coursecontents..

It is felt that future assessment of changes mightprofitably best use the Semantic Differential Scales for theshort run, new tightly constructed measures that tie morespecifically to the immediate situation, for example, feelingstoward the course, specific contents, etc.

One might reasonably hypothesize that situating thiscourse at the high school freshman level placed it at anespecially critical place as it confronted youth at a timeof great personal turmoil. Unfortunately, many may havebeen approached "too late" to effect constructive changesor to reverse debilitating tendencies. Feelings of Alienation,Powerlessness, personal inadequacy, for some might now beoverwhelming. If so, this suggests making courses such asthe present one appropriate to both this and younger andolder age-levels. Enhancing pride in self and heritage, ifundertaken sooner could forestall many adverse responsesand behaviors that put in their first overt appearancesbetween the seventh and nineth grades.

References

Coopersmith, S., The Antecedents of Self-Esteem, SanFrancisco; Freeman, 1967

Rotter, J.B. Generalized expectancies for internal versuscontrol of refinforment, Psychological Monographs, 1966, 80,No. '1. Whole No. 609, pp. 1-28

Osgood, 0.E., Suci, G.J., and Tannenbaum, P.H., TheMeasurement of Meanin , Urbana, 111.: UniversityorIllinois Press, 9

Seeman, M. The meaning of alienation, American SociologicalReview, 1959, 24, 783-790

Seeman, M. Powerlessness and knowledge; a comparative studyof alienation and learning, Sociometry, 1967, 30, p. 105-123

Spilka, B.,Alienation and achievement among Oglala Siouxsecondary school students, Final Report Project MIT 11232,National Instititue of Mental Health, Washington, D.0,August 1970

Maynard, Eileen and Twiss, Gayla, That These Peoyle ay. Live,Pine Ridge: Community Mental Health Program, 1969

20

APPENDIX

22

Note

The Curricula Guide here appended lists: 1) thegeneral principles and objectives of an Indian StudiosCurriculum for Pine Ridge Indian Reservation and; 2)theconcepts, objectives attitudes and resources for eachunit of the Nineth Grade Oglala Sioux Curriculum. Thetexts of these units are under separate covers in thisreport. Additional copies of these texts may be obtainedfrom Mrs. Vivian One Feather, Red Cloud Indian School,Inc.,Pine Ridge,South Dakota 57770.

CURRICULA GUIDE

I. PHILOSOPHY OF INDIAN STUDIES PROGRAM

I. The School curriculum must include patterns of proceduresin harmony with adult group thinking and living on thePine Ridge Indian Reservation.

2. A well-balanced program which fully allows the student toshare in the activities will contribute the most to thegrowth of the individual and the group.

3. Units of study should be planned with the explicit recognitionof the specific needs and abilities of the Oglala Siouxchidren who comprise the group.

4. The home, school, church, and other community agenciesshould contribute together in providing a well-roundededucation for every student.

5. The acquisition of certain skills and abilities is necessaryto the teaching of Oglala Sioux children and where eachskill or ability is lacking, qualified local resourcepersonnel shall be engaged for implementation of theobjectives.

6. The Oglala Sioux Indian Culture Center is a place where the.student may develop in an atmosphere free from mentalembarrassment or strain. In creating thisatmosphere, there shall be a provision for freedom inexpression and freedom of activity, provided this freedomis conducive to a good learning situation.

II. GUIDING PRINCIPLES

1. The curriculum is based on use of materials that arefunctional in life. It will be based on an analysisof the most important, the most common, and thepermanent values of Indian life.

2. Individuals differ in interests, abilities, habits,skills, attitudes, appreciations, and capacities tolearn. Since they develop at various rates, thecurriculum must allow for a variety of needs andcapacities.

22:;?.4

5. The needs of students at each stage of developmentwill be kept in mind for the purpose of selection ofmaterials. It is essential that priority be given toall materials which represent situations important toLakota children and adults.

4. The activities selected for the course of study shouldbe done in view of the real educational aims and theobjectives to be attained. True to life activitiesshould be planned with the aid of local resourcepersonnel. The growth of the individual and the group..should be attained through the usefulness of theactivities.

III.. OVERALL GENERAL OBJECTIVES -

1. To understand the situations occurring in one's lifeas a member of the Oglala Sioux Tribe.

2. To develop a wholesome outlook, strong ideals, correctevaluation, and an ability to understand both Indianand non-Indian ways.

3. To have self-confidence in One's own future.

4. To develop desirable traits of a good citizen and a'good Lakota.

5. To develop an understanding of the events which havecontributed to the present-day reservation.

6. To be encouraged to take steps towards the solutionof identifiable problems in Indian society.

EHANNI OHUNKAKAN .

GRADE LEVEL: NINETH

LENGTH OF UNIT: NINE WEEKS

CONCEPT TO BE TAUGHT:

THESE STORIES ARE THE EXPRESSION OF THE LAKOTA PEOPLE

EXPLAINING THE WORLD AROUND THEM.

OBJECTIVES:

1. The student will be to identify Yanpa as the west windwhose messanger is the magpie bird after reading aboutthe Four Brothers.

2. The student will be able to identify the characteristicsof little Yum, the smallest of all the winds.

3.. The student will be able to name Ite as the most beautifulyoung woman of the Pte people,who married Tate.

4.. The- student will be able to name Hu Nonpa after reading anepisode showing the wisdom of the wise bear:

5., The student will be able to name Iya as one of the membersar the Circle of Evil which his mother headed.

6.. The student will give the name of Wa when asked to identifythe: leader of the Pte people.

7.. The student will name the mini watu as germs after readingabout the causes of sickness among the Lakota people.

EL The: student will identify Wi as the source of all lightand energy to the world after learning of his powers.

9.. The-student will be able to identify Iktomi whose personalityis- that of a trickster.

10.. The student will be able to identify the rock Inyan whobegan the creation of the world.

11. The student will identify Unk as the mother of all evilbeings after reading about the Circle of Evil.

12.. The student will be able to identify the source of lighteningand thunder which is Wakinyan.

13.. The student will be able to identify the mother of all livingthings after reading the creation stories about Maka.

24

14. The student will give the name of Woope, the daughter ofMahpiyato, when asked who is the wife of Okaga.

15. The student will be able to give the name of the owner ofthe tipi which sits in the center of the four directionsas being Tate.

16. The student will be able to name Hanwi as the woman whowas tricked by Iktomi after reading the episode concerningthe feast.

17. The student will name Okaga as the south wind who is Mostliked for bringing warmth to the people..

18. The student will be able to identify the eldest of thefour brothers whose name is Yata.

19. The student will be able to identify the buffalo, Tatanka,as the protector of young girls and keeper of ceremonies.

20. The student will be ableto identify Mahpiyato as the judgewho was wise.

21. The student will identify Ibom as the cyclone who spreaddestruction.

22. The student will be able to identify Hanhepi as the blackof night.

23. The student will be able to identify Gnaski as the tricksterwho captured Ite during her courtship with Tate.

24, The student will be able to identify the wife of the leaderof the Pte people, Ka, whomas noted for her foretellingevents.

25. The student will be able to identify Anpetu as the lightof day which is the rays of daybreak.

ATTITUDES:

1. The student will understand that an oral tradition has justas much validity and importance as written forms.

2". The student will understand that Ehanni Okunkankan storiesform a vital living part of Lakota culture which reflectsthe historical tradition of generations of Lakota.

3. The student will understand that reasoning in the Lakotasense is contained in these stories from early times.

CONTENT:

TEXT OF EHANNI.OHUNKAKAN

RESOURCES:

A. BOOKS:

1. Teacher Materials;

Anonymous. "Oglala Tales," World Health Organiza-tion, XVIII,i-ii,2,1956.

Beckwith,M.W. "Mythology of the Oglala Dakota,"Journal of Ameri:an Folklox.e.XLII1,333-442,1930.

Bushotter,G.A. "A Teton Dakota Ghost Story,"Journal of American Folklore, I, 68-72,1888.

Deloria,Ella. "Dakota Texts," Bureau of EthnologyReports, XIV, 1279,1932.

Dorsey,G.A. "Legend of the Teton Sioux Medicine Pipe,"Journal of American Folklore, XIX, 326- 9,1906.

Dorsey,James Owen. "Teton Folk-Lore," AmericanAnthropologist, II, 143-'58, 1889.

Judson,Katherine Berry. Myths and Legends of theGreat Plains. Chicago:A.C. McClurg Co.,1913.

Marriott,Alice and Rachlin,Carol. American IndianMythology. New York: Thomas Y. Crowell,Co.,1968.

McLaughlin,Marie L. milhajngagends of the Sioux.Bismarck: Bismarck Tribune Company,1916.

Meeker,L.L. "Siouan Mythological Tales,"Journal ofAmerican Folklore, XIV,161-4,1901.

Meeker,L.L. "White Man,A Siouan Myth," Journal ofAmerican Folklore, XV, 84.7,1902.

Wissler,Clark."Some Dakota Myths," Journal ofAmerican Folklore,XX,195206,1907.

2. Student Materials:

Angulo,Jaime de. Indian Tales. New York: Hill andWang,1957

26

Burland,Cottie. North American IndianMythology. London: Paul Hamlyn,1965.

Clark,Ella E. Indian Legends from theNorthern Rockies. Norman: University ofOklahoma Press,1966.

Eastman,Mary. Dahcotah,or Life andLegends of thenoux. Minneapolis:Ross and Haines,1962.

McCreight,M.T.Chief Flying Hawk's TalesNew York: Alliance eress,1936.

Zit Kala Sa. American Indian Stories.Washington: HTFIFFIE7REfETETETialge,1921.

Zit Kala Sa. Old Indian Legends.Boston:Ginn,1901.

TITLE: TIOSPAYE

GRADE LEVEL :: NINETH

LENGTH OF UNIT: THREE TO FOUR WEEKS

CONCEPT TO BE TAUGHT:

A LAKOTA PERSON IS BORN INTO A COMMUNITY OF INTER-RELATED

PEOPLE. BETWEEN WHOM EXISTS MUTUAL OBLIGATIONS AND

RESPONSIBILITIES

OBJECTIVES:

1. The student will be able to list correctly the eightDistricts which make up the Pine Ridge Indian Reservation.

2. The student will be able to give the origin of the name"Oglala Sioux".

3. The student will be able to name the seven divisions ofthe Teton. Sioux nation, using the correct Lakota term.

4. The student will be able to give the correct definitionof the term "tiospaye".

5. The student will name the four divisions of the OglalaSioux Tribe at the time of the settling on the reservation.

6. The student will give the correct response to a auestionregarding the'original homeland of the Oglala Sioux people.

7. The student will understand the English translation anduse of the term "Wowahecon".

8. The student. will understand the Lakota meaning of "IKCE".

9. The student will identify Chief Red Cloud as a member ofthe Oglala division of the Oglala Sioux Tribe.

10. The student will be able to distinguish between a Districtand a community.

11. The student will be able to give the correct English termof kinship and its Lakota counter-part for the followingrelationships:

Wicasa Hoksila WiyanKoskala Tunkansila AteIna Leksi TahansiTakoza Kola Higna

12. The student will be able to describe the importance andtranslation of Ti and WicoTi.

28 t

ATTITUDES:

1. The student will understand that presentday Lakotacommunities are the result of various chieftainsplacing their relatives along creeks.

2. The student will be able to use the correct wowaheconin identifying his own relatives by bloodomarriagesandthe people in society.atularge.

3. The student will understand that respectfulness wasthe basis of. Lakota life and has enabled the Lakotapeople to survive generations of hardship.

CONTENT:

TEXT OF TIOSPAYE

RESOURCES:

A. BOOKS:

1. Teacher Materials:

Curtis,Edward. The North American Indian. Vol. III.New York: Johnson Reprint Corporation,1908.

Dorsey, James Owen. "The Social Organization of theSiouan Tribes," Journal of American Folklore,IV,260-3,1891.

Gilmore,M.R. "The Dakota Ceremony of Hunka," IndianNotes,VI,75-.9,1929.

Hassrick,Royal. "Teton Dakota Kinship System,"American Anthropologist,XLVI,338347,1944.

Hyde,George. Sioux Chronicle. Norman: University ofOklahoma Press,1956.

Malan,Vernon D. and Schusky,Ernest L. The Dakota.Indian Community. South Dakote_Experiment StationBulletin No. 487. Brookings: South Dakota StateCollege,1962.

Malan,Vernon D. The Dakota Indian Family. SouthDakota Experiment Station Bulletin No. 470.Brookings: South Dakota State College,1958.

Malan,Vernon D. The Social System of the DakotaIndians. Extension Circular 6060. Brookings:Cooperative Extension Service,1962.

29

31_

Malan,Vernon D. "The Value System of theDakota Indians," Journal of Indian Education,3,I,2125,1963.

Mekeel,H. Scuddor. "A Discussion of CultureChange as Illustrated by material from a Teton.Dakota Community," American AnthropoloRist,XXXIV,274285,1932.

South Dakota Historical Collections. Vols.XV and XVII. Pierre: State HistoricalSociety,1934.

Walker,J.R. "Oglala Kinship Terms,"American Anthropologist,XVI,96109,1914.

2. Student Materials:

Brown,Joseph Epes. The Sacred Pipe. Norman:University of OklahilPonress

Hassrick,Royal B. The Sioux: A WarriorNation. Norman: University of OklahomaPress,1965.

Sandoz,Mari. These Were the Sioux.New York:Hastings House,1961.

30

TITLE: MAKOCE

GRADE LEVEL: NINETH

LENGTH OF UNIT: FOUR TO FIVE WEEKS

CONCEPT TO BE TAUGHT:

DAKOTA IDENTITY IS ROOTED IN THE LAND AND WITHOUT

THIS THERE IS NOTHING.

OBJECTIVES:

1, Given a map showing various sites of historical importance,the student will identify the site of the signing of theTreaty of 1851.

2, The student will give a correct reponse when asked ifRed Cloud actually signed the Treaty of 1868.

3. The student will be able to name the monetary and spiritualvalue placed by the Oglala Sioux chiefs on the Black Hills.

4. Given the date, June 25, 1876, the student will be able togive the significant reason for history marking this day.

5.* Given the Lakota word Makoce, the student will be able tounderstand the English translation and to use the correctLakota pronounciation.

6. The student will be able to describe the Sioux AppropriationBill upon request.

7. The student will be able to define the following termsdescribing reservation lands; allotted land, tribal land,surplus land and submarginal land.

8. The student will name the Senator responsible for theintroduction of the Allottment Act of 1887.

9. The student will be able to name the year in which landceased to be allotted.

10. The student will be able to name at least three items thatwere received by 18 year olds as Sioux Benefits.

11. The student will be able to describe the term termination.

12. The student will be able to give a short history of theexistence of the Aerial Gunnery Range on the reservation.

ATTITUDES:

1. The student will appreciate that the Lakota people havealways looked on the land as their mother and themselvesas her children

2. The student should appreciate that certain lands inparticular belong to the Lakota people and that withoutthese lands the Lakota people cease to exist.

CONTENT:

TEXT OF MAKOCE

RESOURCES:

A. BOOKS:

1. Teacher Materials:

BrophyiWilliam A. and Aberle,Sophie D. The Indian:America's Unfinished Business. Norman: Universityor Oklahoma Press,1966.

Brown,Dee. Bury My Heart at Wounded Knee: An IndianHistorI of the American Vest. New York: holt,Rinehardt& Winston,

Green, Charles L. "The Administration of the PublicDomain in South Dakota," South Dakota HistoricalCollections. Vol. XX pp.7.2130. Pierre: stateHistorical Society,1940.

Haas,Theodore H. The Indian and the Law2. TribalRelations Pamphlets 3. Washington,D.C.:United IndianService,1949.

Hassrick,Royal B. The Sioux: Life and Customs of aWarrior Society. Norman: University of OklahomaPress,1964.

Hyde,George. Red Cloud's Folk. Norman: University ofOklahoma Press,1937

Hyde,George. Sioux Chronicle. Norman: University ofOklahoma Press, 1956.

KapplersCharlos J. Indian Affairs: Laws and Treaties.2nd Edition. Washington,D.C.: Government PrintingOffice,1904.

Maynard,Eileen and Twiss,Gayla.ThatThese People MayLive. Pine Ridge: Community Mental Health Program11969.'

32

24

Oglala Sioux. "Our Resouce Direction,"Program for Oglala Sioux Conference onResources,1969.

Olson,James C. Rod Cloud and the Sioux Problem.Lincoln: University of Nebraska Press,1965

Schell,Herbert S. History of South Dakota.Lincoln: University of Nebraska Press,1961.

Schusky,Edward. The Right to be Indian.Institute of Indian Studios. Brookings:South Dakota State University,1965.

United States Department of Commerce.Federal and State Indian Reservations: An EDAHandbook. Washington,D.C.: Government PrintingOffice, January 1971.

Utley,Robert. The Last Days of the Sioux Nation.New Haven: Yale University eress,19o3.

2. Student Materials:

Brophy, William A. and Aberle,Sophie. TheIndian: America's Unfinished Business. Norman:University of Oklahoma Press,1966.

Brown,Dee. Bury My Heart at Wounded Knee: AnIndian History of American West. New York: Holt,Rinehardt Winston,1970.

Hassrick,Royal B. The Sioux: Life and Customsof a Warrior Society. Norman:University orOklahoma Press,1964.

Hyde,George. Red Cloud's Felk.Norman:Universityof Oklahoma Press,1937.

Hyde,George.Sioux Chronicle.Norman:University ofOklahoma. Press, 1956.

Maynard,Eileen and Twiss,Gayla. That ThesePeople May Live. Pine Ridge: Community MentalHealth Program,1969.

Rachlis,EUgene. Indians of the Plains .AmericanHeritage Junior Library. New Ybrx:AmericanHeritage,1960.

Schusky,Edward.The Right to be Indian.Instituteof Indian Studies. i3rookings:South Dakota StateUniversity,1965

33

Utley,Roberto The Last Days of the SiouxNation. New Haven: Yale University Press,1963.

B.FILMS:

FS 970.3 American Indians of Today03E Douglas IMC F.4.81 T. III-69

FS 970.3 Indians of the Plains:Present DayLife

Neuhse Douglas IMC B6481 T.III-69

FS 970.3 TahtonkaMau Douglas IMC F.239 T. III-69

314.

36

TITLE: LAKOTA WOLAKEGNAPI

GRADE LEVEL: NINETH

LENGTH OF UNIT: TWO TO THREE WEEKS

CONCEPT TO BE TAUGHT:

A LAKOTA WAY OF ECONOMIC LIFE IS BASED UPON

RECIPROCITY, ACCREDITING, AND HELPFULNESS.

OBJECTIVES:

1. The student will be able to name two different methodsof hunting buffalo.

2. The student will be able to list at least four of theitems made from the hile of a buffalo.

3. The student will be able to describe the procedure ofdividing meat killed in a hunt amongst the lodges.

4. The student will be able to give at least two uses forthe bones of the buffalo.

5. The student will be able to identify a use for discardedbuffalo skulls..

6. The student will be able to explain the purpose of thebuffalo dance..

7. The student will be able to identify the protector ofyoung girls as the buffalo in ceremonies.

ATTITUDES:

1. The student will understand that despite changes in theLakota people's means of support the values at the heartof their economic life remains the same.

2. The student will understand that economic values are rootedin the obligations the people experience to care for and beresponsible for one another.

3. The student will understand that Lakota society had a welldefined system for ranking of wealth which carried overthe generations..

35

37

CONTENT:

TEXT OF WOLAKEGNAPI

RESOURCES:

A.BOOKS:

1. Teacher Materials:

Brophy,William A. and Aberle,Sophie D. The Indian:America s Unfinished Business. Norman: Universityof Oklahoma Press,1966.

Goldfrank,E. "Historic Change and Social Character,A Study of the Teton Dakota," American Anthropologist,114.5,67-83,194.3.

Maynard,Eileen and Twiss,Gayla. That These PeopleNa Live. Pine Ridge: Community Mental Health Program,

69.

McGregor, Gordon. Warriors without Weapons. Chicago:University of Chicago Press,1914.6.

Mekeel,H. Scudder. "A Discussion of Culture Changesas Illustrated by Material from a Teton DakotaCommunity," American Anthr000logist,XXXIV,274-285,1932.

Mekeel,H.Scudder. The Economy of a Modern TetonDakota Community. Publications in Anthropology, No. 6.New Haven: Yale University Press,1936.

Oglala Sioux. "Our Resource Direction," Program forOglala Sioux Conference on Resources,1969.

Roe,Prank Gilbert. The Indian and the Horse.Norman:University of Oklahoma Press,1955".

Schell,Herbort S. History of South Dakota.Lincoln:University of Nebraska Press,1961.

Wissler,Clark."The Influence of the Horse in theDevelopment of Plains Culture," American Anthropologisti.X71,1.5'15,1914.

2. Student Materials:

Branch,E. Douglas. The Hunting of the Buffalo.Lincoln:University of Nebraska Press,1962.

36 .

38

,2ophy,William A. and Aber lo,Sophie D. The Indian:America s Unfinished Business. Norman :University ofOklahoma Press,1966.

Deloria,Vine Jr. Custer Died for your Sins:AnIndian Manifesto. New York:Macmillan,1969.

Hofsinde,Robert (Grey Wolf). Indian Huntins.New York: William Morrow and CoAapany,1962.

Maynard,Eileen and Taiss,Gayla. That Those PeopleMay Live. Pine Ridge: Community Mental HealthFrogram,1969.

37

39

TITLE: ITANCAN

GRADE LEVEL: NINETH .

LENGTH OF UNIT: THREE TO FOUR WEEKS

CONCEPT TO BE TAUGHT:

THE LAKOTA PEOPLE RULED THEMSELVES THROUGH THE ITANCAN

AND THE WAKICONZAS PRIOR TO THE ESTABLISHMENT OF THE

TRIBAL COUNCIL UNDER THE INDIAN REORGANIZATION ACT

OBJECTIVES:

1. The student will be able to give a description of a manwho was a wicasa itancan.

2. The student will be able to name the various types ofmen who were a part of the Council under the Itancan.

3. The student will be able to distinguist betwLen thecivil and military forms of government.

4. The students will be able to give at least two of themost important Woope of the Hunt.

5. The student will be able to give the name of the presentday Agent of the Bureau of Indian Affairs.

6. The student will give a correct response to the existenceof state jurisdiction on the reservation.

7. The student will be able to give the correct number of themembers of the Oglala Sioux Tribal Council.

8. The student will be able to give the reason for the MajorCrimes Act which was passed by Congress.

ATTITUDES:

1. The student will understand that the original government ofthe Lakota people was adequate and operated on the basis ofunwritten laws.

2. The student will understand that the IRA passed by Congressestablished a new, artifical, government in which the Agentreplaced the Itancan in position.

3. The student will understand the present Constitution and By-laws passed under the IRA by the Oglala Sioux people.

38 40

CONTENT:

TEXP OF ITAN CAN

RESOURCES:

A. BOOKS:

1. Teacher Materials:

Bad Heart Bull, Amos. A Pictc40.4..phic History of theOglala Sioux,ed. Holerir 7iisn. Lincoln: 'Universityof Nebraska Press,1967.

Brophy,William A. and Aberle,Sophie D. The Indian:America's Unfinished BuJiness. Norman: University ofOklahoma Press,1966.

Fereca,Stephen. The Hi story and Develooment of theOglala Sioux Tribal Government. Washington, D. C.:Bureau of Indian Affairs Pross,1964.

Forbes, Jack. The Indian in America's Past. EnglewoodCliffs : Prentice Hall, Inc. 11964.

Grinnell,Ira. "The Tribal Government of. the OglalaSioux of Pine Ridge,South Dakota." UnpublishedMaster's Thesis,State University of South Dakote.,1959.

Grinnell,Ira. The Tribal Government of the OglalaSioux. Vermillion: University of South Dakota Pross,1967.

Haas,Theodore H. The Indian and the Law-2. TribalRelations Pamphlets 3. Washington, D. C. :Unit edService:1,1949.

Hagan,William. Indian Police and Judges. New Haven:Yale University Press,1966.

Kappler, Charles J. Indian Affairs: Laws and Treaties.2nd Edition. Washington,D.C.: Government PrintingOffice, 1;04.

Layman, Oliver. Tribal Law for the Oglala Sioux. Vermillion :Dakota Press,1965.

Maynard,Eileen and Twiss,Gayla. That These People MayLive. Pine Ridge: Community Mental Health Program,1969.

McNickle,Dlarcy. Indians and other Americans,withHarold E. Fey. New York:Harper and Row,1959.

39

41

McNickle,D'arcy. The Indian Tribes of the UnitedStates:Ethnic and Cultural. Survival. New York:Oxford University Pross,1962.

Olson,James C. Red Cloud and the Sioux Problem.Lincoln: University of Nebraska Press,1965.

Schusky,Edward. The Right to be Indian. Instituteof Indian Studies. Brookings: South Dakota StateUniversity, 1965.

Wissler,Clark. "Societies and CeremonialAssociations in the Oglala Division of theTeton Dakota," New York: Museum of Natural History,1912.

2. Student Materials:

Brophy,William A. and Aberle,Sophie D. The Indian:America's Unfinished Business. Norman: Universityof 0 lahoma Pross119bb.

Forbos,Jack. The Indian i% America's Past. EnglewoodCliffs: Prentice Hall,Ini;.,1964.

Hagan,William. Indian Police and Judges. New Haven:Yale University Press,1966.

MCNickle,D'arcy. Indians and other AmericanaswithHarold E. Fey. New York: Harper and Row,1959.

MCNickle,Dlarcy.The Indian Tribes of the UnitedStates: Ethnic and Cultural Survival. New York:Oxford University Press,1962.

LAKOTA WOSKATE

GRADE LEVEL: NINETH

LENGTH OF UNIT: THREE WEEKS

CONCEPT TO BE TAUGHT:

LAKOTA GAMES ARE ENJOYED BY BOTH SEXES AND HAVE BOTH

RECREATIONAL AND LEARNING PURPOSES.

OBJECTIVES:

I. The student will be able to describe orally at least two ofthe three most important values which a person would learnby playing Lakota games.

After gathering willow branches, the student will use aheating process and rawhide to make the implements for playingthe man's game Tahuka Cangleska during a minimum of four classperiods.

5. The student will particpate actively in the playing of awomen's game of Tasiha during one entire class period and.11e-able to describe this game afterwards.

4.. The student will correctly use a spinning top and rawhidewhip to play a boy's game of Canwacikiyapi during one classperiod.

5.. After being shown a display of buckskin dolls, tipis, andcornhusk people dolls, the student will be able to describethe: games which girls play.

6. The student will make a "playing hoop" for himself by usinga willow branch and feathers ana will wear it properly inhis' hair throughout team playing of the Tahuka Cangleskagame.

T. The student ':ill correctly name the English version of theLakota children's games Tokelecon Kin Eceleconpi and HosnasnaKicunpi.

8.. The student will be able to describe Hosisipa and demonstratethe way to play this game.

43

9. Using a length of string twice his armlength,thestudent will be able to create at least one of thefollowing shapes: "cup and saucer," "diamond,"" suspenders".

10. Using a length of string twice his arm.length,thestudent will create the figure of a "tipi" in thepalm of his hand.

ATTITUDES:

1. Given the unit,Lakota Woskate,the student willappreciate that games and sports for both sexeswere learning experiences in which the value ofenduranceorisk,excellence,respect and sportsmanshipwere taught.

CONTENT:

TEXT OF LAKOTA WOSKATE

RESOURCES:

A. BOOKS:

1. Teacher Materials:

Dorsey, James Owen. "Games of Teton Dakota. Children,"American Anthropologist)IV,329.14.5,1891.

Gilmore,Melvin R. "The Games of Double Ball or TwinBall," Indian Notes H1,4,239.95,1926.

Massrick,Royal B. The Sioux: Life and Customs of aWarrior Society. pp.12773 . Norman: University ofOklahoma Press,1964.

Meeker,L.L. "Oglala Games," Bulletin of the FreeMuseum of Science and Arts,University ofPennsyngira,III,23.46,1901.

Moore,Lorene. "Dolls of the North American Indian,"Lore,XV,1,217,1964.

Walker,J.R. "Sioux Games," Journal of AmericanFolklore, XVIII,277..90; XIX,29.3ó, 1905.06.

2. Student Materials:

Eastman,Charles H. Indian Boyhood. pp. 53.87. NewYork: Dover Publications,Inc.,1971

14.2

Hofsinde,Robert (Grey.Wolf). Indian Gamesand Crafts. New York: William Marrow andCompany,19547.

Macfarlan,Allan A. Book of American IndianGames. New York: Association Press,1960.

APPENDIX "B"

46

Curriculum Committee

Virgil Kills Straight; Oglala Sioux tribal member, Councilmanon the Oglala Sioux Tribal Council; Director, Talent Search,Pine Ridge, South Dakota.

Emmanual Moran; Oglala Sioux tribal member, Principal, OglalaCommunity High School, Pine Ridge, South Dakota

Pat Red Elk; Oglala Sioux tribal member; Parent on the SchoolBoard of the Manderson Day School, Manderson, South Dakota.

Cordelia Red Owl; Oglala Sioux Tribal member; Teacher,Wanblee Day School, Wanblee, South Dakota

Kenneth Ross; Santee Sioux; Director, Indian Education forState of South Dakota, Pierre, South Dakota

Agnes Ross; Santee Sioux, Education Specialist, Bureau ofIndian Affairs,Pine Ridge Agency, Pine Ridge, South Dakota

Julius Bad Heart Bull; Oglala Sioux tribal member; Chairman,Loneman School Board, Loneman Day School, Oglala, SouthDakota

APPENDIX

48

Nameanobaa alaSSerr.En..... es ....1.411.1MPIMOM Dote 41...,.Instruct ions:

The purpose of this cluestionaire is to measure the menning3 of certain thingsto various people by baying then juage thus against a series or descriptive scales.In taking this test. please make your Orin judgements on the basis of what these thingsVIM to you.

On each page of this questionaire you will find a different concept to be judgedand beneath it 4. set of SC42123.. you. are to rate the concept on each of these scalesIn order.

Here i$ tow you are_ to use. these scales:

It youf eel that the concept at the top of the see is very definite place youstark 09 in the space you. choose.

Good X a.....a PM* 011Mmatala. aliaaa"amala Inaerrao~ma Saar tfflaStaala Bad

If the concept. is almost definite, place your mark (X) in the space you choose:

&sod aialaaP,MIST. lap ap,,t .1C.,...agia a r11011.Matala M. IPIMInItataialaao rama/LN/IMara a qaa DAMIalIINIMB Bad

If you feel that the concept is sort of definite, place your mark (X) as follows:

Gocxt 9...1....aa, IIICara a.arN~V.141C., X dal ada:anal .11160Maltalle 11,11 Slahillargia21..4" Bed

If you consider -the_ concept to be neutral, place your mark in the center space:

Good

I'MPORTAUT:

MANST:Jr:.9111t1}11, A.)00.11VILI. 21,.....12LOVER MR Vaallariat *a I alailaraaria Bad

34. Place. your X marks in the nirictitt, of the spaces provided.

2. Be sure that your check every pair of words for each concept. Be nor vat am.

3. Never put more then one- mark on each line.

1. respected4r.111m11,1110 10.0,11071 11,1kaeor OND 1111MY11111

2. sourIFINNIIIMOIPAIII MOW:. 0,10/11WIPO arynnoiAirs erre rifthrom

3. fortunate 4,i1Mtimrift 4111 ohl,morlIND

4. plus 11.04.41,114. IMP Madall oull4W, alormliMor

5. re-larGd IIIIMMININIP aoll,A,M411 11110,1011, NOY* 11111M1

6. excited trikulleigfir Iltermairell ir. omftomftft.

7. foolish 711 CIPM111114 evarrrinawe OrMan

8. complete wowlsoMINS 211orvalelcrIL 11111111,184111111 1111/.821010.

9. stale Ormonslww '011.wmPlImrgar1WWW,111, gilwirmar

10. valuable 11,04.611.111. almalksnidt ilatelranop. ...zrmarms

u. distastetaft44.14, .:10 NOM ~TIM

not respected

sweet

unfortunate

minus

WOPINIWP nem=

1.~..1

calm

04/1411 wise

144.4m,S1. 411.41.4,401111

ofrmr.m.rft

egiommun,

OPV07710 YIP1110011411 INIna7r.r2/0 1,01111,23/END

12.

13.

14.

15.

16.

17.

18.

19.

20.

gentle

armful

painful.

good

gloomy

pleasant

Important

progressive

,14

4ThiViro.V10

14.1.1..

aNNIMIcre

IMMIL La)*

MIO140.41,4

eimpimmigr.

51111%34111[1.f*

4ftallirr1'dia

anowniaar

111.1011111..

mmlaftwirre

Inft.M.Me

111~M1111111

41.41-7111.1.

.1.114.014ft

11.2110.1,44

444111.r.ft.

Salao01110410

urairaMifte rinre.ftreor .cr.sIPSOlo

.1r119:=1111111 1.4101.1,[1171/1, W4laroafitiera

incomplete

h

worthless

tasteful

harsh

nice

,Ne/MINftar ,111711.11111111 Or.fraSSINV 1111113.11MINIM Joyful

Ormevall.left 1110ftwftimilfte 04.11..73p

4ftiremegft ems.... aallarram.

4.1.44410.0 aftrMafterm twaramow

EterUmmill. SalftwalM,

bad

cheerful

unpleasant

meaningful

backward1111.0MII

1.

2.

3.

4.

5.

6.

7.

8.

9:

10.

11.

12.

13.

15.

16.

17.

18.

19.

20.

unpleasant YUMMY MM.O..O......

WO WWWWWWW ...MY/WM

pleasantMOMMIWO

excitedcalm mayy .111 way..

minus aymmy

MOWYM

MOM! MO

yymam.

nervous OWANDWM

meaningful 04....4.4,4.4 4, ...yaw.

OM...DAY relaxed

meaningless

sweet Yammammaa

unfortunate MaNYMI,

unimportant

backward

wise =MAY.

incomplete. MYYMM

.W.44.4yaly

Ilamaym.r.

Wymmy

WW44.41.4.4

MOMI.m.1.410 anamy.

OW'IMMYWW,

fortunate

011ymra.

WWWWWM

MOYMO

MaYma.

Mmemay_

MMIYM

MYYMY

MUMMY.

OMaryma

.4.M 0..

MY/WY.

MYYMMI

any.

iznportantanYIWayWa

....my

wawadayme

Wyway

progressive

foolishWWWWWWW

eoinplet e

s tale

WWWWWWW

0.11441.may

OWYM

sywaY44.1

lialmaymma

MaluMMIM

fresh WYWYM4 ykay

worthless . sonr241.0

tasteful. loyearawy

harsh MLYMMID

nice

not respected MillY am MileMMID

joyful MYYSOM

bad MOMMa MO MeWWWW

gloomy

Melyly

.WM.

Walasatyy

Wiataamm

1/MWM Mara

WWWWWW0

~MY

4WWMY ma

WWWWWW0

AMMY.I.

W/WWWWW

valuableWWWMaa

distastefulWY. MY

gentleMYYMM

awful

Maya..

40.01WWWWWID

MY/MM.

O WYWOMM

respectedMIIMMay

Painful411YYMM

amMiataWS

MOWYMY

MaWayraM MY1WWWIN

PodWYMMY

cheerfulMOWYMY

MONNYMM MYYMI

MYWIly.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

harsh

good

joyful

respected

/Ace

pleasant

nervous

sour

fresh

plus

unfortunate

important

backward

ccmplete

wise

excited

worthless

distasteful_

meaningful.

gloomy

MM. gentleMalM.

bad

...11111MY INIMMOM SIP a 41.1... OMPNIMMYI MM.

niMPstOMM eMMMOMM IMM.MM/MID ...MYMOM IMIM., min MMIYMMOD MMMMMMM

irefulMiumorMINI. 11.1noMMYM tIMMIN.MMIM MOS 11.../M/m... 10.0.0.1.1131e

not respected_- _..mow..erammdramoomm MMWInas

MMArammt MIMIMMM.

unpleasant111.11611.11117111111M 0011. earlo..10. 0.11. rpm

OMMOMMYeMmbamm PlaYmm..mm. Onnyoym MMOMMINY

_Molo pweet{ 01. at TWINY

1.1200.m. my/rMoomr. OMM/rMyy admMMY 1.11....0111°

minus

rt/ Malt e

0,111.1.01110 MmoMme

41--mmmmlb OMM.M.M. OMMWOMS SOMMYYM MMMIIYMPM IMOMMYMED

unimportantMum. MOM/ faMemmomm MY.Moyea MelmYMMIM

.w ._q ONYMNaM Mmilmorm YMOYM. MMOMMIMMIN .ate...._ mM.M..progressive

incompleteowarms

foolish

ealm

411~1IND 1011111.M.M inwwwft

MumMyimm. MirmarlYm6111114.7

yymmy.rylimmema MemimM1

valuableMOMMIMOMm

MIMMAYMM tastefulMYMYMM IMOYM.

meaninglesswm-IMm ...mr M.MMIMM.

cheerfulIMMYMOM MYM OMM/M MOMMOMM

50

5.

WHITE FEOPIE

foolish wisea !M.N. III!!! ...l...l..... wowsowo we! Wil!!.. WWWW11

2. complete ............ - -- Ile .......incomplete

3. respected . 0.41. AN! not respected

4. painful

5. good

6. excited

7. valuable

... amewswem. =. *No Noo 6 __joyful

IIMPSWINt. SOWOOraloil. NANNAftwoo NvrawrOOND !Nonwroo Oloolo!lo Walowoow

IIMAIrgase. ONI!..1! Nooftwitro .a. ftele 0..111111aare

ONOWN.s.o WWwww. Inemo!N WO! _ 1WWwwwIll ONnoor!

8. distasteful

9. gentle

10: awful

11. pleasant

41...=ca swamp.

MILO 0.Alta NUN!! Owiwoows soP000w.lw

ONON..~.1. 111WwrANNIMOCIN 1111110.1mwolli NIION.ON! doNwoolo

M.rozIN OINONINaloWNI 0111WWWIND W000kilONt OftWorwoll

bad

calm

worthless

tasteful

harsh

nice

unpleasant

12. glom,- cheerful....... SIMI ...~.1P, MI.........DO 11 MOW/WS aomenmaso atermoni.

13 stale fresh............. 1!..1.4. MIN .0......00 OWN!! OOWWw

14 0 neaningess meaningfulwv,sworpaie WWWWW NWNINNW! ils1~.. Flaerr as II. IPM.M.M.PO ert=1.1

15. sour Wo.loWNIIN 0.1..wonrooloo WINN.Irow awfw0000sow sweet

16. fortunate unfortunateWWWwWw O. NS!! WNW00.....x. Wwww. G I!! --

17. important uninartant................. ---- 1114 Me16~.. esnms ino.

18. progressive backwardINIONINANN. alow!law. OwoONINNN. ammommonal !!!! WW!

19. plus

20. relaxed

inusINEMEWNI fiseraa 110e 1.011111.11M.M. 111~

nervous1.1111.. Inow. 2.0!.. 0.0000.1111111. 1111 MOM.

51

1.

2.

3.

4.

5.

6. 6.

788.

910.

11M

12.

13.

awful

good

valuable

relaxed

progressive

gentle

foolish

complete

plus

fo tunate

respected

elloony

sour

0a ,

_...1..e. 1. Ore

enabsyr nic eWWWWI~ .1.00.0

bad

MINII.Epowase worthless

APIR.M. AlLt

000.01P.MIN 010..

nervous1111,1.1111mra

O/ar.annsmmo MININOIN.r

backward=wd 14~.0. 0

harsh....................4111.../..15

IWW,INMP.,111

..................

.........

...1

.........................

11.16,[1..s

.... 011 4110.1Mas 1111~MILID

wisealIffammil.

Illarnwilliym

eraaVal.

... Aa Aga

IIIIImwraoWN

OMIllimparma 011.1nY IIIN Intl...11a 11,incompleteell. anlIPIIMM. allIMOMMINs

minus..............................flIVAMmets

.. r VIV.

unfortunateaitemar~n alloWwwWw 0.1.0%..

not respectedOe..... Wms-...

........0 Ww...MMOM. 1/11. cheerful

sweet

Wilem.....mb

PLelalormis 011.1111...1 SIOWIr.,...1 IIII.M

)4 meaningless, riannir P.M ~Nam sum IIW.M OM MoNo.I...1 000.044 .111110.11 meaningful

15 painful. ...........- C ikWelaaVI 1114 al.i...../. emu ....Me ........... ..JoYf ul16. pleasant inpleasant.8...... we draw .."1, 011.... 0.001... WIRINI.m... ofmammelho

17. distasteful_ ......a. Wl.r..... m.wouwe OW 46...... .a.0...... wo dr.1.1, tasteful

18. stale fresh

19. important MM, 71... Wanc111111.1110 11110 IMMINNIIMINDunimportant

20. excited fa calmno.aar. W.

ME

1.

2.

3.

4.

5.

6.

7.

8.

9

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

respected

glom!

sour

MeanirigoleSS.mImUMMO

painful

pleasant

distasteful_

stale

important

excited

awful

goad

valuable

relaxed

progressive.,....

gentle

foolish

complete

pans

fortunate

04011.1.1.0 1111111.11111

wila0.11

ftnot respected

POIN1 anglonsawm

01.Mema 1/0

IMEr.inew

111.4

cheerful

11101.0 sweet

Aamag

61 11.//7.01.

meaningful

MOWN.

0111mObamos

erlIMPM0ONID.O.MwomY1eawrem....

11

unpleasantIrMINNIMMI

alIILIM1

/*/** ,tasteful

otrammos

011111.1MOIN

freshIPIUM11 dIEJNIMINNIM

unimportant

.1110,VgyaliMI.

1WOMMPown

MWWWW

IMOmir=1

allir.Mftrum calm.111111111111

MM0.11..

elm 0111.101110

WIWeinim

0"8M

04111.31111110

01111114

0011

OIMMMMM

nice

bad

worthless

OPUMM...

1111

11/11~

SMMIM.MM

WSW

010011WwW,A

CIPOWMMumaa

1111 NINA

MOIIMMNID

110.~.1I0

Iral11.111100

MW.MWMMCMIIIM WM.41111MWM

fitowAMOINDA

alln..11ft

11,11M

nervous

backward

4111

111110.1

11411111...110.

0.41110Y61 WIN ...1111.111.

harsh

wiJe

MN .101.1...

11.111.

eslaM

IIMIMIMMIell 114110.111.1MOND

41incomplete

Inkinumwe

1111.m..

.A.110.IIIM Par.. =1

minus411111M.11

%111,

wIftImmoom

111,0

MIMMIIMorre

unfortunate

53

55

1. joyful

2. bad

3. giou.47

4, unpleasant

5. calm

6. minus

'IT. nervous

8. meaningful

9. sweet

10. unfortunate

116 unimportant

12. backward

'13. wise

14. incomplete

15. fresh

16. worthless

17. tasteful

3.8. harsh

19. nice

Painful.01101. 00.100 0.0110011110111* NMI 001110110000 0111.03 011.1111/0 00110.0110100 001000/00 0.10100001111

000MW0110

010.011011111

01.101.00010000

.1011015101

MP, DCI

cheerful

.0000. 0 0.010.0000

411.010110,01,

0 0.0.00.0 0000100.10.1gC

01000,10 0.0111LINEMN

01170100011100 .01.001100000. 010mmio00

ameeterf0D

010111wo

0101100011=

010.10,~ Ir000.00101 ...pleasant

excited0011001010 005=1 00000.10111 0.100101W.

00,0010411 Mmomm.0.60 .00.1ww0ass .41.00.0.0 __plus04~10.0. 0000100

0t0.no0400 WOusam0,0 relaxed00000..00

9,0111001~, .11100 101.01.0flum meaninglass010.0.10.40 0110101110.00 IMIrea01.10.010

IOWILIMI00,00 YR, 008.0. 401100010. 410000.10110.111 000010

0,01101. .0.10,110 fortunate

00001..0 00.00 WO important00* 00111.0.. 010400MM. w0.0r

01001.0.010 .001001.0.0011 101.101001,0101M 0.010110000 001.00.1 11.01101.112riniressive

OMO0S00110

00 .0

Nab 0010/4P

110.10 MI

0111004,0..1

eMy 110 10,W100.1.00m

~mom 0,1

01100.040 .000

~L. 0.1000

0142 0011111.

foolishw0 MM 010 0001.0.00

complete00 ammweliM

C1001.010110

010 010,001

401110. 00.01

OM. 001110011

wiWNO

0.061,1100110

ANOWIMWM

0110.100010116

04.100100.10

110000=

MOOMM1010

stale00.111116010041

valuable

0.11100001110

MS

0010W

1114 0

0 0.1100.000100 000000

.10.0 111W.K. 0.00 awt.w.

0 01111 0011100000000 *wow gror.es

0110101000M

distastefulwon.mo410

gentle0011110. 0 00. I

00010,..0.0.01 0000.0.0..00 0.01.000.00. 00W000ftwro ftmorlm.0.

20. not respected-000 olaula ar140.0111,0 80000.0.00 0.0000.0

awfal10100010000.0 101111/0~100

respected

cheerful1 Lawny .................... MM.. IP WA 111.1111 11111M

2 bad 1..11111.1.11 1 OA *MM 11.010..., IITYPONIWIN .110110.. VOC1

3 joyful , painful4.11 ......... ........ W..1.0.1..........

4. not respected, ........ .......... .......... ............ respected.........

5. nice 01.4.40. 11....., . 011.111 SM.... .......M.S 1.111...111. 0.110 awful

6. harsh ........., 1,.. 4 ... ............ 0.1111..... MMIM Wim...... ...1111.4.0. gentle

7. tasteful /rim,. wl. a 4.1.11111 ...... ... ......1.111 OIMIIMMA.M. .........distasteful

8. worthless ........, ....................... ..wIM MI.... 0.111...... 00,110.MWMvaluable

stale9. fresh ...., .........- 0........ 11.0.0.... .....10 Menta.C1141s

10. incosplete ..--....,...-M.., ......M.W. 4....n ........ 0........11 C omplete

foolish11. wise ............ers Uts aroUr., illp ~weft" Mr.1111.41. ......1

12. backward

13. unimportant

14, unfortknate

lg. sweet

16. meaningful

bervms

19

minus

ealn

unpleasant

Il,411 IIIMMN-WOpr 11180.1~sa WwRig lbw agiVMMrmart"gra" iVe

AWLIIIMID 0101111.11.11

Me...1.1111

QIIWM111. ..wows owelm:11. 141

a ormna s~11,11. iimmeane atool.1.7,14 6. wwwww

1....1.Irtain arr. YAM. s.libarear anoerININI

airtsrormee ...t.r.S110. Is gmt...mma.

111/14110.,,I= Mo. M1. OW ma. ...WV 1 W arlMoar11114

pw 311...MWMft ...

important

fortunate

sour

neaningless

relaxed

plus

excited

pleasant

,t

55 r:i4

57

Name Date..... .111yamorryiClass' - INIIMPUMON. School

Answer by circling the statement which you feel best describes your feelings.Circle only one answer.

1. a. May of the unhappy things in people's lives are partly due to bad luck.

b. People's misfortwies result from the mistakes they make.

2. a. One of the major reasons why we have wars is because people don'ttake enough interest in politices.

b. There will always be wars, no matter how hard people try to prevent them.

3. a. In the long run people get the respect they deserve in this world.

b. *Unfortunately, an individual's worth often passes unrecognized no matter howhard he tries.

4. A. The idea that teachers are unfair to students is nonsense.

b. Most students don't realize the...extent to which their grades are influencedby accidental happenings.

5. a. Without the right breaks one cannot be en affective leader.

b. Capable people who fail to became leaders have not taken advantage of

their opportunities.

6. a. No matter how hard you try sane people just don't like you.

b. People who can't get others to like them don't understand how to get elcng

with others.

7. a. I have often found that what is going to happen will happen.

b. Trusting to fate has never turned out as well forme as making a decision

to take a definite course, of action.

8. a.. Many times exam questions tend to be so unrelated to course work.that studying

is really useless.

b. In the. case of the well prepared student there is rarely, if ever, such a

thing as an unfair test.

9. a. Becoming a success is a matter of hard lark, luck has little or nothing to

do with it.

b. Clotting a good job depends mainly on being in the right place at the

right time.

56

58

10. a. The average citizen can have an influence in goverment decisions.

b. This world is run by the few people in power, and there is not muchthe little guy can do about it.

11. a. When I make plans, I am almost certain that I can make them work.

b. It is not always wise to plan too far ahead because many things turnout to be a matter of good or bad fortune anyhow.

3.2. a. In my case getting whet I want has little or nothing to do with luck.

b. Many times we might just as well decide what to do by flipping a coin.

13. a. Who gets to be the boss often depends cn who was lucky enough to be inthe right place first.

b. Getting people to do the right thing depends upon ability, luck has littleor nothing to do with it.

14. a. As far as world affairs are concerned, most of us are the victims offorces we can neither understand, no crantrol.

b. By taking an active part in political and social affairs the peoplecan control world events.

15. a. Most people don't realize the extent to which their lives are controlledby accidental happenkags.

b. There really is no such thing as "luck."

3.6. a. It is hard to know whether or not a_ person really likes you.

b. How many friends you have depends upon how nice a person you are.

17. a. In the long run the bad things that happen to us are balanced by the good ones.

b. Host misfortunes are. the result of lack_ of abilityi, ignorance, laziness,or all three.

18. a. With enough effort we can wipe out political carruption.

b. It is difficult for people to have much control over the things politiciansdo in office.

19. a. Sometimes I cant understand hoW teachers arrive at the grades theygive,

b. There is a direct connection between how hard I study and the grades I. get,

57

59

20. a. Many times I feel that I have little influence over the things thathappen tome.

b. It is impossible for ma to believe that, chance or luck plays animportant role in re. life.

21. a. People are lonely because they donut try to be friendly.

b. Thereto not much use in trying too hard to please people, if theyiko you, they like you.

22. a. What happens to me i3 my own doing.

b. Sometimes I feel that I don't have enough control. over the direction vr4rlife is taking.

23. a. Most of the. time I can't understand why politicians behave the waythey do.

b. In the long run the people are responsible for bed government on anational as well as on a local. level.

58

Nati le

Cl.ass

innewn School

Date

Please mark each statement in the following way:If the statement describes ilow you usually feel, put a check (}/) in the column

"Uhl 14E."If the statement does not describe how you usually feel, put a check ( V) in

the column "UNLIKE N.There are no right or wrong answers.

EXAMPLE: lt:a a hard worker.

1. I often wish I were scmeone else.

2. I find it very hard to talk in front of the class.

3. . There are lots cf. things about myself I'd change if I could.

4. I can make up my mind without too much trouble.

5. a lot of fun to be with.

6. I get upset easily at hale.

7. It takes me a longtime to get used to anything new.

8. I'm popular with kids my own age.

9. I give in very easily.

10. My parents usually consider my feelings.

11. parents expect too much of me.

12. It's pretty tough to be me.

Things are all mixed up in ay life.

Kids usually follow my ideas.

15. I have a low opinoin of myself.

16. There are many times when I'd like to leave home.

17. I often feel upset in school.

18. I'm not as nice looking as most people.

19. If I have something to say, I usually say it.

20. )ty parents understand me.

13.

59

61

I! -1..0~~11.0

LVONN.L011.

i

21. Most people are better liked than I am.

22. I usual.1,y feel as if E parents arc pushing ma.

23. I often get discouraged in school&

24. Things usually don't bother me.

25. I can't be depended on.

Name School

Class Date=1,FACTOEL1*

ItemStrongly StronglyDisagree Agree Trying to figure Out how to get ahead in life is just too hard.

Strongly StronglyDisagree Agree Things are changing so fast these days that one doesn't

know what to expect from dat to day.

Strongly StronglyDisagree Agree I feel that I just can't do anything right.

Strongly StronglyDisagree Agree I often feel as if it would be good to get away from it all.

Strongly StronglyDisagree Agree Itls getting harder and harder to have a happy family.

Strongly StronglyDisagree Agree in order to get along in the world it's best to do what

you are told.

Strongly StronglyDisagree Agree Raising a small child today makes anyone worry a lot. .

Strongly StronglyDisagree Agree These days a person must look out for himself since there

is no one else to depend on for help.

Strongly Strongly

Disagree Agree Host people don't know how much their lives are run byother people.

Strongly StronglyDisagree Agree Today a person can hardly do the things he would like to do.

Strongly StronglyDisagree Agree Sometimes I have the feeling that other people are using me.

Strongly StronglyDisagree Agree People are too busy to help each other today.

Strongly StronglyDisagree Agree There are so many problems to deal with today that sometimes

I could just lolow up."

Strongly StronglyDisagree Agree People say so many different things that one does not know

what to believe.

616,3

Strongly StronglyDisagree Agree There are so many ideas about what is right and wrong

these days that it is hard to know how to live your ownlife.

Strongly StronglyDisagree Agree These days it's hard to make up your mind about anything.

Strongly StronglyDisagree Agree Sometimes I feel that. I am not sure where I'm going in life.

62

Name fl111~.:: 01014....11School.,

ClaSse..11..1111111111.111.1111111% .....1111H ea. ......s. MEW. Date.,

Item

Strongly StronglyDisagree Agree I would like to do 'something really big.

Strongly StronglyDisagree Agree. I like to take on jobs that othere kilOW are hard.

Strongly StronglyDisagree Agree I like. to be able to do things better than other people.

Strongly Strongly I'd like sto ba an expert in some job, or something else.Disagree. Agree

Strongly StronglyDisagree Agree I like to do things that ether people find hard.

Strongly StronglyDisagree Agree I enjoy work.

Strongly StronglyDisagree Agree I enjoy doing hard work more than that which is easy.

63

APPENDIX "D"

66

TABLE 1

BASIC DATA FOR THE EXPaRIMENTAL AUD CONTROL GROUPSON THE INITIAL TESTING

EXPERIMENTALGROUP I

15

Variables

N:

Mn.

SemanticDiffe.rential

Indian 95.1

School 107,3

English 1014..1

WhitePeople 89.3

Lako t a 109.1

Me _99.0

S.D.

EXPERIMMITALGROUP IIN: 14

Mn. S.D.

18.70

12.91

13.42

34.54

11.92

21 . 36

Tiospaye 101.7 16.62

Wakanza 92.8 15.04

InternalExternalControl

Self-Esteem

Powerless-ness

9.9 2.63

48.8 14.01

31.2 6.92

105.4 15.62

113.4 12.92

108.2 14.81

93.2 18.37

112.6 12.97

100.1 14..90

96.0 19.42

93.2 10.51

11.0 2.42

4.8.3 17.17 4.8.2 9.77 1.1

32.1 6.66 33.2 7.63 Ai

CONTROLGROUPN:

Mn.

19

S.D. Fl

95.7 12.01 1.912

101.7 114..73 2.720

101.0 14.41 A 1

87.1 17.77 L 1

99.7 18.14 3.093*

98.7 13.42 1. 1

92.1 12.38 1.120

92.1 15.48 Ll

10.7 2.30 41

Achiev.Motiv. 12.6 5.91 11.8 4.81 14.5 4.04 1.365

Indicates significance at .10 levelIndicates is less than 1

1 F.-ratio across groups computed from single classificationanalysis of variance

65 67

TABLE 2

CORRELATION MATRIX FOR ALL VARIABLES OVER ALL GROUPSON INITIAL TESTING

N:

Variablesy Sch. Eng. W.P.. Lak. Me Tio. Walt. I-E SEI Po ACH

Indian

School

English

WhitePeople

Lakota

Me

Ti osp aye

Wakanza

Int ernal-ExternalControl -03 18 .31

Self-Esteem 1.13 05

Powerless -ness .114.

1 In all of the following tables variables 1-8 designatethe Semantic Differential Scales. The Control Scales willbe abbreviated I-E; Self-Esteem will be SEI; Powerlessnessas Po and Achievement Orientation ( Motivation ) as ACH.

37& 34 412 51" 56Z 33Y 351 14- 27 -.04 .07

Ida 31"V 657 451 45v 43% 08 30Y 04 -07

31V 651 4511011 39Y -04 19 22 '909

16 3y/ 301 20 -11 23 10 205112 50Z 384 16 12 07 .07

321 38 o6 51% 20 02

06 21 25 10 .12

10 oB .05 -o8

Indicates significance at .10 levely Indicates simificance at .05 levelZ. Indicates significance at .01 level

66

TABLE 3

BASIC DATA FOR THE TWO EXPERIMENTAL GROUPS

Variables

EXPERIMENTALGROUP IN: 14

Mn. S . D.

EXPERIMENTALGROUP IIN : 11

Mn. S.D.

In di an 94..1 16.00 99.6 16.36

School 1014..4 16.85 109.7 12.96

English 92.4. 15.90 106.9 10.50

WhitePeople 80.7 18.53 91.14. 17.57

Lakot a 96.1 15.21 112.1 14.80

Me 86.0 19.16 98.4 16.63

Tiosp aye 93.1 20.10 113.8 10.28

Wakanza 98.7 17.15 95.4. 12.62

I-E 11.1 3.08 10.7 2.00

SEI 4.7.5 21.83 51.8 19.75

Po 31.1 7.82 32.7 8.14

ACH 13.7 14..20 14.2 3.86

IIndicates significance at the .05 level

"Z. Indicates significance at the .01 level

67 69

F.. ratio

6.435 Y

2.647

8.9462.

1 1

11

4 1

Si

11

TABLE 4

BASIC DATA FOR THE COMBINED .EXPRIIMENTAL GROUPSFOR THE FIRST AND SECOND TESTINGS

AND COMPARISONS BETWEEN THE TESTINGSN: 19

Variables

FIRST TESTING

Mn. S.D.

SECOND

Mn.

TESTING

S.D. 1

\e-Indian 100.5 17.91 95.0 17.10 .25

School 110.7 14.53 106.1 15.23 .03

English 111.5 10.14 96.9 15.61 .09

WhitoPeople 91.11. 17.91 86.2 15.34 .39Lakota 112.6 11.01 103.7 17.13 .20

Me 102.2 16.97 87.7 18.36 .12

Tiospaye 98.2 16.81 101.5 19.17 .23Wakanza 103.9 17.60 97.9 13.7 6 .23

ICE 10.8 2.42 10.9 2.66 ".13SEI 50.1 11.99 4.9.0 22.89 '1%09

Po 32.5 6.40 32.1 8.54 ".06ACH 11.2 4..95 13.3 4.17 .19

F-ratio

£1

11.702

j.1

3.65

6.40Y

411.39

41

Al

Al

2.02

1 The Correlation Coefficient indicates the correlationbetween the First and Second Testings.

i: Indicates significance at .10 levelIndicates significance at .05 level

7..Inriicates significance at .01 level

68

70

TABLE 5

CORRELATION MATRIX FOR COMBINED EXPERIMENTAL GROUPSFOR SECOND TESTING WITH THIRD TESTING

Variables Sch. Eng. W.P. Lak. No Tio. Wak. I-E SEI Po ACH

Indian .26 .18 .37 .5o1 .04

School .56V .15 .44* .23 .0.1'18

English .49/ .20 .42 .561:16

White People

Lakota

Me

Tiospaye

Wakanza

I '-E

SEI

Po

.08 .5711.31 .18

.29 .758...o8

.10*.00

115

* Indicates significance at .10 level

1 Indicates significance at .05 level

Z Indicates significance at .01 level

4:17 .18 nt1.7Y .20

":592 601.25 07

'1.481.24

32 '.08

'1:10 .22

'15611.4.17605 .32

n . 59r1.8 at 01

.29

.08 .37

.21 .15

":22 V15

.12 .28 .11

6:582.38 -:23

4737 .28

.38

TABLE 6

BASIC DATA AND COMPARISONS OF ALL GROUPS FOR FINAL TESTING

Variables

EXPERIMENTALGROUP IN: 11

Mn.

Indian

School

English

WhitePeople

Lakota

Me

Tiospaye

Wakanza

I.E

SEI

Po

ACH

93.o

102.4

97.7

82.9

101.8

84.2

90.0

96.9

11.7

54.9

34.6

13.9

EXPERIMENTALGROUP IIN: 10

S.D. Mn.

14.90 108.7

20.17 108.2

17.53 105.6

16.99 77.6

18.75 112.8

12.98 104.4

23.92 101.7

21.72 104.0

2.34 11.0

14.68 42.4

7.28 35.1

5.76 11.7

S.D.

CONTROLGROUPN: 16

Mn. S.D. ratio

8.46

5.96

9.19

18.55

7.39

13.54

18.82

16.57

1.10

15.30

4.66

3.90

1 Indicates significance at .05 level

Z Indicates significance at .01 level

70

93.4 14.55

96.5.17.85

.92.6 14.34

72.1 18.86

99.9 15.99

88.8 14.12

92.7 15.36

92.9 14.94.

10.0 2.18

48.0 12.96

30.9 8.40

15.9 4.34

4.544Y

1.467

2.343

1.026

2.150

5.8562

41

1.113

2.305

1.902

1.240

2.322

TABLE 7

CORRELATION MATRIX FOR COMBINED EXPERIMENTAL GROUPSON FINAL TESTINGN: 21

Variables Sch. Eng. W.P. Lak. Me Tio. Wak. SEI Po ACH

Indian .24 .33 .11 .

School

English

WhitePeople

Lakota

Me

Tiospaye

Wakanza

IE

SEI

Po

6Z2 .5441.25 .531X31 .01

.14 .14 .6442 .552.6/7.41/4157.27 '1.25 .25.04 .38* .36 .02 .02 ...01 -:38*

.08 1114 .20 103 .12 .10 r38*.04.

.53/.5911.71z

.732

Indicates significance at the .10 level

yIndicates significance at the .05 level

2, Indicates significance at the .01 level

71

73

'150/.01 "`.07 .18

-..414.Y109 .02. .19

'137'`.03 '66.02 .35

127'105 .17 .18

.16.45Y .41'127

-1567.36

.105

TABLE 8

BASIC DATA FOR THE COMBINED EXPERIMENTAL GROUPSFOR THE SECOND AND FINAL TESTINGSPLUS COMPARISONS BETWEEN THE TESTINGS

N: 19

SECOND TESTING FINAL TESTING

Variables Mn. S.D. Mn. S.D.

Indian 95.0 17.10 101.3 14.39

School 106.1 15.23 106.7 14.90

English 96.9 15.61. 103.1 14.02

WhitePeople 86.2 15.34 79.5 17.67

Lakot a 10 3.7 17.13 108.2 14.98

Me 87.7 18.36 94..9 15.67

Tiospaye 101.5 19.17 95.7 23.12

Wakanza 97.9 13.76 100.6 20.00

I.E 10.9 2.66 11.1 1.65

SEI 4-9.0 22.89 11.8.8 17.05

Po 32.1 8.54 34.3 6.13

ACH 13.3 4.17 12.6 5.20

* Indicates significance at .10 level

F-ratio

.4.8 2.870

.67 L I

.32 2.440

.23 2.014

.11.6 1.367

.51 3.4.08*

.47 1.318

.35 L 1

.56 11

.58 11

.4.8 1.528

.4.0 A 1

TABLE 9

BASIC DATA AND COMPARISONS OY COMBINED EXPERIMENTAL GROUPS ANDTHE CONTROL GROUP ON INITIAL AND FINAL TESTINGS

N: 14 per group

EXPERIMENTAL GROUPS' CONTROL GROUP' FRATIOSInitial Final Initial Final Groups Testings Inter.

Test Test Test Test actionVariables Nn.

Indian 104..2 101.4 95.1 92.7 3.661* 41 41School 99.3 110.4. 101.6 97.1 Z 1 Li 2.57L.

English 105.3 100.5 101.5 93.7 1.206 2.838 2.781

WhitePeople 86.9 84.0 86.o 74.6 11 3.837" 1.372Lakota 111.1 109.9 96.9 99.1 5.890'/ Li 41Me 100.3 97.4 98.1 86.7 ".533 3.762* 1.318

Tiospaye 93.6 102.1 92.0 90.8 1.600 1 .042 2.028

Wakanza 105.9 101.4. 92.9 93.5 4.052* ii 1 1

Internal..ExternalControl 10.7 10.9 10.6 10.2 L; Li d 1

SelfEsteem 76.0 . 51.7 47.7 48.3 1.157 L 1 /1Powerlessness 29.4 32.1 32.8 31.1 Li Li 1.011.9

Achiev.Motiv. 15.0 12.9 14.8 16.1 /1 Ll 411 In a tow instances single missing scores for a variable were replaced

by the group mean for the particular tasting.* Indicates significance at the .10 level

yIndicates significance at the .05 level;

73